Designing for the real world: the studio as pedagogical approach to teach creativity
DOI:
https://doi.org/10.29147/dat.v6i2.401Keywords:
Design Education, Social Design, Design Studio, Design-based ResearchAbstract
This study addresses the role of the Design Studio as a pedagogic approach and presents the development of a brief conducted with undergraduate year 3 students in Aotearoa, New Zealand. A mixed framework of quantitative and qualitative methods was used to guide the methodology of the study. The literature and research on the human-centred approach informed the construction of the study and provided ways to interpret the data and situate the findings. Using Design-based research (DBR- Collins, 1999; Brown, 1999), as a methodology used by educators to analyse the development of the brief, the paper presents student’s outcomes and the chronological activities advanced in the classroom over a 12-week period (correspondent to an academic semester). Experiences with real clients and users were important in allowing students to experience Social Design and engage students with wicked problems that were complex and interconnected. The study found the students understanding of real-world problems and working in a collaborative environment has developed more engaging content and development of collaborative methods that promoted cultural diversity and use of technology.
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